# Author Archives: Beverly Ford

### Sparks in the Desert – A Beginning Conversation on Counting On – Part 2

Are there any dangers in training your students in the “strategy” of counting-on? After reading Dr. Les Steffe’s work, I would argue it is harmful. He calls counting-on a non-teachable scheme. This means that if you want counting-on to be meaningful for students you can present situations that would promote their construction of counting-on, but… Continue Reading

### How Cooking Helped me Relate to a Child’s Experience in Math

In my last blog I talked about how the research I have been studying focuses on the “mathematics of children” and I claimed that research that articulates “mathematics of children” can provide powerful tools for a teacher. Many of us experienced elementary school a long time ago and this creates a challenge for our teaching.… Continue Reading

### The Power of Knowing the “Mathematics of Children”

I have had the privilege of being a part of the AIMS Center from its birth. Having been a teacher, coach, and staff developer for the last 15 years, the world of a teacher is something I have experience with. I am now called a Research Associate and my role is to be a bridge… Continue Reading

### Addressing Mathematical Practice Standards Through Multiplication and Division Word Problems

Have you ever given your students an experience with manipulatives and then found when you shifted over to a textbook that the students didn’t make the connection between the two experiences? As a curriculum developer and researcher, I am constantly looking for more ways for students to make connections from the concrete (manipulatives) to the… Continue Reading

### Building Confidence in Math with Multiplication

Why do you teach? I remember when I first came into the profession it was because I enjoyed students and wanted to make a difference. I still love watching movies of teachers that have gone into challenging situations and inspired students to think differently. These teachers empowered the students to be all that they were… Continue Reading

### Writing a Multiplication Word Problem

Word problems are typically not students’ or teachers’ favorite part of the math lesson. When I talk with teachers, they are frustrated with teaching multiplication word problems. I think one of the things we have been missing is teaching students the structure of what is involved in any multiplication word problem. “Look for and make… Continue Reading

### Partitioning Shapes: Is it Geometry or Fractions?

How early should we teach words like half, thirds, and fourths to children? I know that I have often heard that we give young children things they are not developmentally ready for, and I agree. But when it comes to having language identify a concrete experience, I think children can handle it. I was measuring… Continue Reading

### Three Great Multiplication Posts

How to Equip Your Students to Better Understand Multiplication, Part One As I have coached and taught in the classroom, the three most popular ways to describe multiplication is showing ______ groups of ______, using repeated addition and making arrays. Now all of these methods have their place in a student’s understanding of multiplication, but… Continue Reading

### Finding Math in Unexpected Places

I was reading Inchworm and a Half with my 6-year-old daughter, Bethany, last night for the 40th time. She loves reading the section, “Squirmy, wormy, hoppity-hoop! We measure everything, loopity loop.” Even before she could read books she memorized this section and would “read” it. The book is about an inchworm that loves to measure… Continue Reading

### Do We Really Understand What Math Is?

What would you or your students say math is? Some common answers could be numbers, addition, subtraction . . . Below are the posters a group of AIMS trainers created answering that question. Most people don’t understand what math really is. If you have read some of my previous posts, you know my elementary and… Continue Reading